Year 3 Blog
Welcome to Lydgate Junior School.
We aim to ensure that all children receive a high quality, enjoyable and exciting education.
We feel that our school is a true reflection of the community we serve. Lydgate children are well motivated and come from a range of social and cultural backgrounds. Within the school community we appreciate the richness of experience that the children bring to school. This enhances the learning experiences of everyone and it also gives all pupils the opportunity to develop respect and tolerance for each other by working and playing together. We want your child's time at Lydgate to be memorable for the right reasons - that is, a happy, fulfilling and successful period of his/her childhood.
Welcome to Year 3!
The Y3 teachers are Mrs Dutton & Mrs de Brouwer (3D/deB), Mrs Holden (3SH), Mrs Noble & Miss Roberts (3N/R) and Miss Wall (3AW). We have three Teaching Assistants who work within the team: Mrs Allen, Mrs Dawes and Mrs Proctor.
We will use this blog to keep you up-to-date with all the exciting things that we do in Year 3, share some of the things that the children learn and show you some of their fantastic work. We hope you enjoy reading it!
The Y3 team.
Welcome to the Year 5 Blog page.
The Year 5 teaching team includes our class teachers, Mrs Loosley (5NL), Mrs Rougvie and Mrs Jones (5RJ), Mrs Webb and Mrs Ridsdale (5WR) and Miss Cunningham (5EC). Many children are supported by Mrs Hill, Mr Swain and Ms Kania (the Year 5 Teaching Assistants) who work with children across the 4 classes. Our Year 5 teaching team aims to create a stimulating learning environment that is safe, happy, exciting and challenging, where each pupil is encouraged to achieve their full potential.
As a parent or carer, you play a massively important role in your child's development and we'd love to work closely with you. Please feel free to make an appointment to see us if you want to discuss your child's attitude to learning, their progress, attainment or anything else that might be on your mind. We'd also love to hear from you if you have any skills that we could use to make our Year 5 curriculum even more exciting. Are you an avid reader, a talented sportsman, a budding artist, a mad scientist or a natural mathematician? Would you be willing to listen to children read on a regular basis? If so, please contact your child’s class teacher. Similarly, if you have a good idea, a resource, a 'contact' or any other way of supporting our learning in year 5, please let us know.
We are working very hard to ensure your child has a successful year 5, please help us with this by ensuring your child completes and returns any homework they are given each week. If there are any issues regarding homework or your child finds a particular piece of homework challenging, then please do not hesitate to come and speak to us. In order to help improve your child’s reading skills, increase their vocabulary and develop their comprehension skills, we also ask that you listen to your child read and ask them questions to ensure they have understood what they have read.
We look forward to keeping you up to date on the exciting things that we do in year 5 through our year group blog.
The Year 5 Team
We are the children in Y6 at Lydgate Junior School. There are 120 of us and our teachers are: Mrs Shaw and Mrs Watkinson (Y6S/W), Mr Bradshaw (until Mrs Parker returns) in Y6AP), Mrs Phillips (Y6CP) and Miss Norris (Y6HN). Also teaching in Year 6 is Miss Lee (Monday - Y6AP, Tuesday - Y6HN and Wednesday - Y6S/W) and Mrs Grimsley (Tuesday -Y6CP).We are also very lucky to be helped by Mrs Ainsworth and Mrs Biggs. We use this space to share all of the great things that are happening in our classrooms. Join us each week on our learning journey....
In our maths lessons, we have been working with money. We have worked on counting money, adding and subtracting shopping bills and working out change.
The Y3 team made a decision this year to write amounts of money as, for example, £3 and 52p instead of £3.52. The reason for this is that the children are not introduced to decimal notation until Year 4 and we have often found that they can be confused when recording money. This is particularly true for amounts such as £1.05 as children have often, mistakenly, written £1.5 instead. This is possibly because they read it as "one pound five". Writing it as £1 and 5p stops this added confusion (it makes them say "one pound and five pence" - a small but important difference), and allows us to concentrate on understanding how to calculate with money.
The children will record money as decimal notation from Year 4 onwards when they understand what it means.
Today, we have worked on using number lines to show how we count on to find change. The children have enjoyed pretending to buy items in our Lydgate shops! One way to practise this skill at home could be to set up a pretend shop, label the prices and then invite the family to 'buy' some things.
Here are a few examples of the 'change' number lines:
We have been solving some problems in maths lessons this week.
First, we became detectives and solved the case of the missing numbers! We were given clues and had to find which numbers they were. For example, we were told:
The sum of the two numbers is 24.
The difference between the two numbers is 4.
We wrote down the pairs of numbers that make 24, then guessed which pair had a difference of 4. If it was wrong, we just tried a different pair of numbers until we'd cracked the case!
It was a lot of fun and we realised that it is okay to get the answers wrong sometimes because it can help you to find the right answers.
Another problem we solved was 'Magic Vs' (nrich.maths.org/6274). Although the addition was easy for us, we found that we had to spend a lot of time finding different solutions and tried to explain our reasoning.
Here are some of our thoughts on this problem:
Before the half term holiday, we set Y3 a homework task which asked the children to make a poster to show what they have learnt about equivalent fractions in school.
Today, we shared the children's amazing work. We were so impressed with the different, imaginative ways they thought of to represent fractions that are worth the same amount. Some children drew diagrams or pictures of food (pizza was popular!), some children represented fractions using Lego and some children cut up real food! One person painted a canvas to show their diagram. Great work Y3!
Here are just a few of the posters we shared:
In Y3, we have been working on our understanding of multiplication and division. Today, we worked in groups to look at a series of statements and decide whether they are 'always true', 'sometimes true' or 'never true'. We had some interesting discussions and thought a lot about how the operations of multiplication and division. We tried drawing pictures and writing explanations to show why we chose to place the statements in those places.
We started off by looking at a statement '5 can't be divided by 10' together as a class. At first, some children thought that this is not true because division always has to start with the biggest number. We drew five objects, but then we decided that if these objects were bars of chocolate to be shared between 10 people, then we could cut each one in half. Five divided by ten is half each!
Then Thomas wrote 5 ÷ 10 = 0.5 and we realised that numbers can be divided by 10 by moving the digits one place to the right.
However, Lola pointed out that the objects we started with could be something we can't split in half like bricks or children, so the children all agreed that this statement is 'sometimes true'.
We then worked in small groups to sort some other statements. Here are some of the explanations we came up with:
The children in Y3 have been working on mental calculation methods this half term.
In one recent lesson, they worked in small groups to look at some cards with different calculations on them and discuss how they worked out the answers. They had some great, efficient methods to share.
They were then asked to sort the cards in some way. Some children chose to place their cards in order from the smallest to the largest answer, some children sorted them into two groups according to whether the answers were odd or even, and some children sorted them into groups according to how many tens were in the answers.
One group discussion particularly impressed their teacher. Lola, Toby M, Evie, Louis and Joseph decided to sort their cards into the groups 'multiples of 5', 'multiples of 2' and 'multiples of 3'. They quickly realised that some cards would fit into more than one group and the groups would need to overlap each other. They then found that the number 30 belongs in all three groups. They were left with the numbers 19, 23 and 31 that didn't fit into any of the groups. They couldn't think of a group to place these in and Lola realised that these must be prime numbers. They enjoyed sharing what they had found out with the class.